Decoding and Fluency: Foundation Skills for Struggling Older Readers

2003 ◽  
Vol 26 (2) ◽  
pp. 89-101 ◽  
Author(s):  
Anita L. Archer ◽  
Mary M. Gleason ◽  
Vicky L. Vachon
Keyword(s):  
Secondary Students ◽  
Grade Level ◽  
Repeated Reading ◽  
Guided Reading ◽  
Systematic Instruction ◽  
Reading Practice ◽  
Partner Reading ◽  
Reading Activities ◽  
Choral Reading

A large number of secondary students read between the 2.5 and the 5.0 grade level. What separates many of these students from their higher performing peers is their inability to read multisyllabic words and to read fluently. These students need instruction in decoding long words using one of three approaches: reading segmented words part by part, decoding different syllable types, or using a flexible strategy for reading long words. These students also need sufficient reading practice to increase their reading rates. This practice might include oral guided reading, choral reading, partner reading, and/or repeated reading activities. The authors suggest that significant gains in reading are more likely to occur when teachers implement research-validated programs that have a well-designed sequence, provide systematic instruction to students, and furnish adequate practice.

Self-Questioning Strategy Routine to Enhance Reading Comprehension Among Secondary Students

2021 ◽  
pp. 004005992097667
Author(s):  
Sally A. Brown ◽  
Nicole Pyle
Keyword(s):  
Reading Comprehension ◽  
Secondary Students ◽  
Grade Level ◽  
Expository Text ◽  
Reading Proficiency ◽  
Secondary Teacher ◽  
Students With Learning Disabilities ◽  
Guided Practice ◽  
Directed Instruction ◽  
Reading Activities

Reading comprehension expectations in content areas have increased for students during the past decade. Many secondary students, including students with learning disabilities, improve their reading proficiency of grade-level text when they receive explicit instruction. The authors propose a self-questioning strategy routine designed to enhance secondary students’ comprehension of expository text and to increase student engagement in content classes. The routine includes explicit, teacher-directed instruction and incorporates before-, during-, and after-reading activities using modeling and guided practice. A scenario of a secondary teacher implementing the proposed self-questioning strategy routine in a social studies course is presented.

scholarly journals Fluency-Oriented Reading Instruction

2005 ◽  
Vol 37 (1) ◽  
pp. 25-60 ◽  
Author(s):  
Steven A. Stahl ◽  
Kathleen M. Heubach
Keyword(s):  
Reading Instruction ◽  
Program Implementation ◽  
Grade Level ◽  
Repeated Reading ◽  
Reading Program ◽  
Second Grade ◽  
Basal Reading ◽  
Home Reading ◽  
Instructional Level ◽  
Teachers Attitudes

This paper reports the results of a two-year project designed to reorganize basal reading instruction to stress fluent reading and automatic word recognition. The reorganized reading program had three components: a redesigned basal reading lesson that included repeated reading and partner reading, a choice reading period during the day, and a home reading program. Over two years of program implementation, students made significantly greater than expected growth in reading achievement in all 14 classes. All but two children who entered second grade reading at a primer level or higher (and half of those who did not) were reading at grade level or higher by the end of the year. Growth in fluency and accuracy appeared to be consistent over the whole year. Students' and teachers' attitudes toward the program were positive. In evaluating individual components, we found that self-selected partnerings seemed to work best and that children chose partners primarily out of friendship. Children tended to choose books that were at or slightly below their instructional level. In addition, children seemed to benefit instructionally from more difficult materials than generally assumed, with the greater amount of scaffolding provided in this program.

scholarly journals EFL Textbook Analysis: A Case Study

2012 ◽  
Vol 14 (3) ◽  
pp. 27 ◽  
Author(s):  
Harison Mohd Sidek
Keyword(s):  
Instructional Design ◽  
Secondary Students ◽  
Grade Level ◽  
Textbook Analysis ◽  
Secondary Curriculum ◽  
Upper Secondary ◽  
Below Grade Level

The purpose of the present study was to determine how well Malaysian EFL Secondary Curriculum prepares upper secondary students for tertiary reading in English. This study is explorative in nature. The data for this study were acquired from a Malaysian national EFL upper secondary textbook. The data were in the form of comprehension reading passages in the selected EFL textbook. In this case study, reading instructional design in the EFL textbook was analyzed in terms of types and the grade-level length of passages used in the textbook. The findings show that reading instructional design in the EFL textbook significantly emphasizes the use of narrative passages with the majority of the passages being below grade-level texts.

Effects of Cooperative Homework Teams on the Acquisition of Mathematics Skills by Secondary Students with Mild Disabilities

1994 ◽  
Vol 60 (6) ◽  
pp. 538-548 ◽  
Author(s):  
Mary Curley O'Melia ◽  
Michael S. Rosenberg
Keyword(s):  
Secondary Students ◽  
Grade Level ◽  
Global Measure ◽  
School Students ◽  
Mild Disabilities ◽  
Mathematics Skills ◽  
Mediating Factor ◽  
8Th Graders ◽  
Performance Rate ◽  
Post Hoc

We examined the effects of a homework model, Cooperative Homework Teams (CHT), on three measures of mathematics performance: rate of homework completion, percentage correct on homework, and a norm-referenced global measure of mathematics achievement. Participants, 171 middle school students with mild disabilities (learning disabilities or emotional disturbance), were assigned to either the CHT or a control (C) condition. Significant differences between the conditions were found on the two homework measures, but not on the global measure. Post-hoc analyses indicated that grade level was a mediating factor: CHT was less effective for 6th than for 7th and 8th graders. No significant effects were noted for either type of disability or level of special education service.

scholarly journals Existence of the Essential Features of the Function Concept in Public Secondary Students’ Definitions

2020 ◽  
Vol 5 (7) ◽  
pp. 907-913
Author(s):  
Huda Faour
Keyword(s):  
Secondary Schools ◽  
Secondary Students ◽  
Grade Level ◽  
Function Concept ◽  
Uniqueness Property ◽  
Grade Levels

This paper aims to explore the existence of the essential features of the function concept in public secondary students’ definitions of it across grade-level of the scientific and humanities tracks. A sample of 465 secondary students was chosen from 5 public secondary schools located in Beirut. The findings of the study showed that secondary students in the different grade levels lack a thorough conceptualization of what is a function. For instance, the majority of them failed to give definitions that reflect the essential features of the concept. The relation feature was the most one noticed in students’ definitions. Compartmentalization phenomenon was observed where even the students who succeeded to state the uniqueness property, were not truly aware of it and seemed not to consult this property when presented with non-examples of function.

A Sense of Connection: Examining Social Identity and Adherence to a School-Based Exercise Club

2021 ◽  
pp. 1-5
Author(s):  
Mark W. Bruner ◽  
Colin McLaren ◽  
Kevin S. Spink
Keyword(s):  
Social Identity ◽  
Secondary Students ◽  
Grade Level ◽  
Exercise Program ◽  
Exercise Group ◽  
School Students ◽  
School Based ◽  
The Future ◽  
Intentions To Return ◽  
Program Attendance

Purpose: This study aimed to investigate the relationship between social identity and adherence in the context of a school-based, 8-week structured group exercise program. Methods: Secondary students (N = 116; Mage = 15.52 years) from 10 newly formed school-based exercise clubs reported social identity perceptions specific to their exercise group, which were used to predict attendance and intentions to return to the club in the future. Results: Controlling for sex and grade level, the results of hierarchical regression analysis revealed that exercise group social identity was significantly positively related to program attendance (ΔR2 = .09, p < .01). A positive relationship was also found between exercise group social identity and intentions to return to the exercise club in the future, while also controlling for sex, grade level, and program attendance (ΔR2 = .05, p < .05). Discussion/Conclusion: The findings suggest that stronger exercise group social identity in the form of ingroup ties is associated with greater attendance and intention to return to the school-based exercise club among secondary school students.

An Observational Study of Reading Instruction for Students Who Are Deaf or Hard of Hearing in Public Schools

2008 ◽  
Vol 29 (4) ◽  
pp. 219-235 ◽  
Author(s):  
Vicki J. Donne ◽  
Naomi Zigmond
Keyword(s):  
Public Schools ◽  
Observational Study ◽  
General Education ◽  
Reading Instruction ◽  
Hard Of Hearing ◽  
Grade Level ◽  
Deaf Education ◽  
Teacher Behaviors ◽  
Instructional Setting ◽  
Reading Activities

An observational study of reading instruction, using the MS-CISSAR protocol, was conducted in general education classrooms, resource classrooms, and self-contained special education/deaf education classrooms in Grades 1 through 4 in public schools within the tri-state area of Ohio, Pennsylvania, and West Virginia. Participants were 24 students who are deaf or hard of hearing and 17 teachers of reading for these students. Results indicated that reading activities varied significantly by instructional setting and grade level enrolled. In addition, teacher behaviors were significantly different by instructional setting, grade level enrolled, reading curriculum level, and students' level of hearing loss.

The Effects of Repeated Reading on Reading Fluency for Students With Reading Disabilities

2016 ◽  
Vol 50 (2) ◽  
pp. 213-224 ◽  
Author(s):  
Jiyeon Lee ◽  
So Yoon Yoon
Keyword(s):  
Reading Fluency ◽  
Reading Disabilities ◽  
Grade Level ◽  
Repeated Reading ◽  
Independent Effect ◽  
Outcome Variable ◽  
Positive Effects ◽  
Elementary Grade ◽  
K 12 ◽  
Listening Passage Preview

The purpose of this research was to systematically review the effects of repeated reading (RR) interventions on reading fluency to provide instructional strategies for students with reading disabilities (RD). Correct words per minute were coded as an outcome variable in a search that yielded 34 RR intervention studies from 1990 to 2014 for students with RD in K-12. The estimated overall Hedges’ g of the 39 independent effect sizes indicated the positive effects of RR on gains in reading fluency for students with RD, especially at the elementary grade level. The current findings also suggested that a combination of RR and a listening passage preview would be the most effective method for students with RD.

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